Grocerylessonplan

GROCERY STORE PROBLEM
Lesson Overview
This lesson inquires that students are able to generalize patterns and write them
symbolically. Students will be planning a layout for a new grocery store. Students will
answer questions using scale models of shopping carts to solve probelms related to the
store's floor plan.
Standards
National Standards
Common Core Math Standards
6-EE.2: Write, read, and evaluate expressions in which letters stand for numbers.
6-EE.2(a): Write expressions that record operations with numbers and with letters standing
for numbers. For example, express the calculation ?Subtract y from 5? as 5 ? y.
6-EE.2(b): Identify parts of an expression using mathematical terms (sum, term, product,
factor, quotient, coefficient); view one or more parts of an expression as a single entity. For
example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both
a single entity and a sum of two terms.
6-EE.2(c): Evaluate expressions at specific values of their variables. Include expressions
that arise from formulas used in real-world problems. Perform arithmetic operations,
including those involving whole-number exponents, in the conventional order when there
are no parentheses to specify a particular order (Order of Operations). For example, use
the formulas V = s<sup>3</sup> and A = 6 s<sup>2</sup> to find the volume and surface
area of a cube with sides of length s = 1/2.
6-EE.6: Use variables to represent numbers and write expressions when solving a real-
world or mathematical problem; understand that a variable can represent an unknown
number, or, depending on the purpose at hand, any number in a specified set.
6-EE.7: Solve real-world and mathematical problems by writing and solving equations of the
form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
Prerequisite Knowledge
Students should be familiar with concepts of finding proportions between two images. They
are required to understand the different ways that a proportion can be represented.
Students should also be aware of the conversion there is between measurements such as
centimeters and meters.
Supporting Details
Materials
Calculator
Rulers
Worksheets
1 of 4
Helpful Information for Teachers
Documents
grocery store.docx (2192KB)
grocery store.pptx (6805KB)
Web Links
Instructional Plans
Engage 1 (5 min)
1. Engage Details
Sub-components:
Prior Knowledge
Representative Questions:
(1) What do you know about...?
Engage Description:
Students will have to think about the prior knowledge they have on conversions. They
must explain if they are able to convert centimeters to meter.
Students will also think about prior knowledge on the relationships of proportions.
2. Formative Assessments
Warm-Up, Think, pair, share
On their own, students will begin with a "Do Now" where there will be a number of
questions where they have to convert centimeters to meter. This will be helpful later on
in the lesson. As a class, we will go over the answers to verify that all students
answered correctly and be able to explain how they came about the answer.
The next warm up will have students looking at two images of a baseball where they
are to determine the relationship between both images. From here we can see how the
relationship between different sizes and how a relationships can be expressed in a
variety of ways.
3. Teacher Reflection
(1) What did student prior knowledge indicate about readiness to learn and existing
schema?
proceed; quick review; remediate
Explore 1 (10 min)

1. Explore Details
Sub-components:
Predict, Design, Test, Collect, Justify
(1) What if...? (2) What would you expect to happen? Why? (3) How can you best
study this problem? (4) What do you need to collect? (5) How will you organize your
2 of 4
information? (6) How much data/information do you need to collect? (7) What are
some changes you noticed in...?
Explore Description:
Students must examine what the length would be for Rasheed for 12 shopping carts
and then 20 shopping carts. Is there a way to determine the length forxamount of
shopping carts?
Teacher Prompt, Record/Data Collection, Think, pair, share
In pairs, (students may work individually if they choose to do so), students will go
through each question step by step. For the first question, they will use the ruler
handed to them to measure the length of the shopping cart on the worksheet.
Secondly they will determine what is the length between the second shopping cart to
the first and repeating this step to discover if there is a pattern when adding another
shopping cart.
They will continue to do so as the shopping carts extend to the amount of 20 shopping
carts nested together.
(1) Skillfulness of predictions made? (2) Quality of study design and relation to goals?
(3) Conjectures being tested? Alignment of testing with the question/content being
explored? (4) Meaningfulness of data collected? How organized? (5) Justification of
approach used to solve question/problem? What justification tells about understanding?
proceed; clarify; remediate; re-engage
Explain 1 (10 min)

1. Explain Details
Sub-components:
Evidence/Justify/Verify, Communicate
(1) What visuals help to explain your findings? Explain them. (2) What evidence do
you have for your statement? (3) How would you explain...? (4) What trend does the
data show?
Explain Description:
Students will come to a realization that there is a pattern as the shopping carts are
increasing. They should come to the realization based on the measurements they were
getting for each shopping cart.
Whole Class Discussion, Think, pair, share
Each pair must explain what type of pattern they were able to find based on the
measurements they found when increasing the amount of shopping carts. They must
also explain what equation they found to explain if it were to be anyxamount of
shopping carts.
(1) Strength of evidence for claims? Ability to verify procedure/results? Skillfulness in
justifying approach/results? (2) Effectiveness of communicating knowledge?
3 of 4
proceed; re-engage; re-explore; remediate; have students clarify
Extend 1 (5 min)
1. Extend Details
Sub-components:
Apply
(1) What would happen if...? (2) How do you think... applies to ...?
Extend Description:
Finally the students will be asked what would happen if Rasheed only had 10 meters to
fit the shopping carts. Students will have to figure out based on the formula they
developed.
Real-World Application, Think, pair, share
To show that students understand the equation created by them to find the length with
x amount of shopping carts, now students will be given a length and must find x the
amount of shopping carts.
To prove to the teacher they understand on their own, students will individually explain
each answer they provided to the questions so that if another student were to read
their letter they wouldbe able to repeat the problem and understand where the pattern
came from.
(1) Quality and number of applications made?
debrief; re-engage; re-explore; have students clarify; another extension
Contributed by:
Aracely Polanco, Manhattan College, NY
4 of 4

Grocerylessonplan

Uploaded by

Copyright:

Available Formats

Grocerylessonplan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grocerylessonplan

Uploaded by

Copyright:

Available Formats

GROCERY STORE PROBLEM

Explore 1 (10 min)

Explain 1 (10 min)

You might also like